STM Short Term Planning for Literacy



St Paul’s C of E Primary School - Curriculum Planning

Theme: Alchemy Island

It’s time to suspend your disbelief and open your mind. We’re going on a magical journey to Alchemy Island!

Can you find the gold hidden deep in the Island’s mysterious landscape? The only way is to study the map, unravel the riddle and begin your adventure.

On the way, you must do all you can to learn about gold and master the ancient art of alchemy. Be creative and try to impress the Island’s team of ace alchemists! Will they praise your scientific expertise?

What if there were a video game version of Alchemy Island? Could you compose a stunning soundtrack to bring this mysterious landscape to life?

You’ve got your map, co-ordinates and everything else you need to make you way across Alchemy Island. Don’t forget to pack your imagination!

Got your suitcases ready? Then let the journey begin …

|Curriculum Focus |Learning Opportunities |National. Curriculum Programme of Study |

|Computing |Digital photography; Debugging programs; Gaming |Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of |

| | |programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information. (Co |

| | |6) |

| | | |

| | |Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems be |

| | |decomposing them into smaller parts. (Co 1) |

| | | |

|Geography |Map reading; Using co-ordinates; Human and |Describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes |

| |physical features |and earthquakes, and the water cycle. (Ge HP1) |

| | | |

| | |Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build |

| | |their knowledge of the UK and the wider world. (Ge SF 2) |

|D & T |Electrical circuits; Designing a board game |Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at |

| | |particular individuals or groups. (DT D1) |

| | | |

| | |Understand and use electrical systems in their products (e.g. series of circuits incorporating switches, bulbs, buzzers and motors). (DT TK3) |

|Music |Composing; Recording and editing software; |Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and |

| |Atmospheric music; Graphic scores |musicians. (Mu 5) |

| | | |

| | |Improvise and compose music for a range of purposes using the interrelated dimensions of music. (Mu 2) |

| | | |

| | |Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and|

| | |expression. (Mu 1) |

| | | |

| | |Listen with attention to detail and recall sounds with increasing aural memory. (Mu 3) |

| | | |

| | |Use and understand staff and other musical notations. (Mu 4) |

|Science |Properties and changes of materials; Working |Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity |

| |scientifically |(electrical and thermal), and response to magnets. (Sc PCM 1) |

| | | |

| | |Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating. (Sc |

| | |PCM 3) |

| | | |

| | |Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes |

| | |associated with burning and the action of acid on bicarbonate of soda. (Sc PCM 6) |

| | | |

| | |Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line |

| | |graphs. (Sc WS 3) |

| | | |

| | |Demonstrate that dissolving, mixing and changes of state are reversible changes. (Sc PCM 5) |

| | | |

| | |Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution. (Sc PCM 2) |

| | | |

| | |Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary. (Sc WS 1) |

| | | |

| | |Report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in |

| | |oral and written forms such as displays and other presentations. (Sc WS 5) |

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YEAR 5

SPRING TERM

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